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"THEORETICAL FOUNDATIONS OF THE USE OF ARTISTIC AND AESTHETIC
TECHNOLOGY
(ART TECHNOLOGY) IN ENGLISH LESSONS TO ENHANCE THE CREATIVE
POTENTIAL OF STUDENTS"
KISMETOVA GALIYA
M.Utemisov West Kazakhstan University, Uralsk, Kazakhstan
AKYLBEKKYZY SAULE
Annotation. The article presents the features of standard curricula of updated content, defines the theoretical foundations of the use of art technologies, the authors suggest that the use of various genres of art can revitalize and enrich the learning of a foreign language, make it more intense and interesting.
Keywords: potential, creative potential, art technologies, artistic and aesthetic direction, fairy tale therapy, role-playing games, reproductions, work with paintings, pantomimes, applied art, listening, kinesthetics, audials, visuals, methods of teaching English.
Kazakhstan has been participating in the international study on the assessment of educational achievements of PISA students (Program for International Student Assessment) since 2009. The analysis of Kazakhstan's results in the PISA-18 international study showed the need to improve the national education system, the system of assessment and monitoring of the quality of education as a priority area of the state's educational policy. PISA-2024 is focused on science and includes an optional assessment of competence in foreign languages. In the 2020-2021 academic year, the country completed the transition to updating the content of the secondary education system. A distinctive feature of the Standard Training Programs is that special attention is paid to the development of various skills. The system of goals and objectives of teaching the subject "Foreign language" is based on instilling values such as work and creativity [1]. The tools for the development of functional literacy of students, as well as checking its formation, are tasks of a creative nature [1, p.3]. According to the definition of the modern explanatory dictionary edited by T.F. Efremova, creativity is a process of activity that creates qualitatively new material and spiritual values or the result of creating an objectively new one [2, p.1003], in the F.A. encyclopedic dictionary. Brockhaus and I.A.Efron, creativity is literally the creation of new things. Creativity is a conventional term for a mental act that is expressed in the embodiment, reproduction or combination of data from our consciousness, in a relatively new and original form, in the field of abstract thought, practical and artistic activity [3, vol. 32, pp.729-730]._Having an idea of the concept of "creativity", you can proceed to the definition of "creative potential". So, according to the definition of the latest sociological dictionary edited by the compiler of AA. Gritsanova, creativity is an aspect of intelligence that is characterized by novelty in thinking and problem solving. Creativity involves divergent thinking (a method of creative thinking usually used to solve problems and tasks, which consists in finding multiple solutions to the same problem), usually requiring as many answers as possible to a simple, standard situation (for example, unusual use, innovative approach, associative connections)[4, pp. 770-771]. To achieve the formation of students' communicative competence, modern technologies such as art technologies are used. The problem of the study of art technologies in the educational process of secondary schools was studied by scientists T.G. Kazakova, K. D. Ushinsky, Ya.A. Komensky, T. S. Komarova. The issues of moral, social, patriotic, ethnocultural, and labor education of students through art are reflected in the dissertation works of Kazakhstani researchers U.M.Abdigapbarova, R.J. Rabilova, Z.S. Batchayeva,
A.S. Abdramanuly, E.V. Artybayeva, M.J. Kozybakov, S.A. Uzakbayeva. The pedagogical potential of folk art and art pedagogy of the Republic of Kazakhstan is revealed in the works of J.M. Akparova,
B.A. Almukhambetov, E.K. Amirgazin, A. Alimbekov, Sh.M. Arsaliev, K.E. Yeralin. The most
interesting are the works and works of teachers of Kazakhstan devoted to art education and aesthetic education of schoolchildren Zhedelova K.O., Alimbekov A., Almukhambetov B.A., Zharikbayev K.B., Kaliev S.K., Yeralin K.E., Arsaliev Sh.M., Kozybakov M.Zh., Amirgazin K.A., Uzakbayeva S.A., Kozhakhmetova K.Zh [5, pp.7-8]. Art methods in education are revealed in the scientific works of researchers A.K.Mynbaeva, Z.M.Sadvakasova, M.E.Seilkhanova, A.E.Smilova, A.B.Aitbayeva, G.A.Kasen. Scientists,
V. Becker-Glosha, believes that the basis of the modern definition of art technologies is artistic creativity, combined with the influence of factors such as communication, expression and symbolization. [6, p.49], and S.V. Starikova gives the following definition that art technologies are a set of means of art and methods of artistic and creative activity to achieve a pedagogical goal. According to the definition of Kazakh researchers A.K. Mynbaeva and A. Smailova, art technology is a system of methods, techniques and techniques of artistic creativity that promotes self-expression and personal development[7]. Based on the above, the following art-pedagogical technologies can be used in practice:
1. Fairy tale therapy - various fairy tales about letters, when students learn to read phonetic fairy tales about Mr. Tongue [8], grammatical fairy tales. This technology is designed primarily for younger students. "The tongue has an owner, Mr. Tongue. Mr. Tongue lives in a comfortable, warm house. The house has two walls, a floor, a ceiling and a corridor. The Tongue loves warmth, so it is warm in the house and has two doors: the outer one is lips and the inner one is teeth. The tongue sleeps on the floor - it is more comfortable there. And the tip of the tongue has a favorite spot on the ceiling on a hill, just behind the upper teeth. He likes to play with different sounds: [d], [f], [ei], [r],[g]. That's how the Tongue lives, it doesn't come out, it's afraid of catching a cold. One night, bad weather broke out, a strong wind blew, the trees rustled, and it began to rain heavily. The tongue woke up and began to listen to the sounds outside. First he heard an owl hooting at: -u-u-u; how a hedgehog ran very close, snorting - hf-hf-hf. Somewhere far away, a cow lowed-m-m-m; a dog growled -r-r-r and geese cackled -g-g-g. Tongue was sleeping and breathing softly -h-h-h, and in his sleep he heard the rain pounding on the roof -t-t-t." Throughout the rest of the lessons, Mr.Tongue will come to the students and practice new sounds." Such fairy tales are especially good for sensitive children, imaginative, as well as for "audios" and "kinesthetics". Fairy tales are well remembered and remembered even after a few years.
2. Rhythmic physical training sessions (action songs) are very well suited for active children of "kinesthetics", those who need to move around. If you do a physical education session with music or video, then it will be educational for both "audials" and "visuals". Basically, such physical education classes are recognized by elementary school children. They can be used at the beginning of the lesson to include children in the subject, or in the middle of the lesson to switch children from one activity to another and an element of relaxation. Physical education classes also develop phonemic hearing well and expand vocabulary.
3. Working with songs and music is also an important element of art pedagogical technology, especially for "audios" + "kinesthetics", since you can not only listen to a song, but also sing it, as well as perform various tasks before, during and after listening to the song. Many songs are well remembered and remembered by children even many years later, for example, Singing Grammar or Grammar Rhymes. In addition, the songs can be used to explore different theatrical and musical genres.
4. Pantomimes are good to use for practicing new vocabulary new words and phrases. And in this case, the first to answer is the "kinesthetics", because for them this is an extra opportunity to move around and change the situation. At the initial stage, when learning the alphabet, "kinesthetic" children will be happy to depict different letters using their bodies. Letters can also be drawn in the air, before writing them in a notebook, draw on a friend's back. Older children will be happy to depict different nouns or action verbs.
5. Role-playing games, theater - very suitable for "audios" and "kinesthetics". Although, practice here shows that many children like to immerse themselves in a new image and play out a
dialogue in an unusual situation. Situational moments can not only differ in roles, but also in the place of action (at the doctor's, in the store or on the street), but also by changing countries (in Kazakhstan, in Russia, or in England).
6. Crafts (applied art) - very good for "kinesthetics" and "visuals", because it is an opportunity to connect the subject content with the creativity of children, it is a great opportunity to do something with your own hands and remember it. At the initial stage, you can ask children to make letters out of plasticine and decorate them with beans or peas, beautiful buttons or beads. This is very useful for "kinesthetics", as well as for children who have problems with dysgraphy. Example: letters. Later, when studying lexical topics, applied creativity is well used in the classroom or at home to consolidate the studied material. In addition, drawing can also be attributed to crafts. At the same time, drawing can be purposeful - for example, draw your pet and tell about it, and as a means to check the quality of assimilation of the material you have studied - the so-called "art dictation" or "art coloring pages". Children are divided into those who like to draw and those who do not like to draw. And therefore, it is sometimes impossible to give tasks to guys who are not very good at this skill. Many, moreover, are also embarrassed by the fact that they draw poorly. Very often this is due to a negative experience when other children make fun of the student's "art". And just in this case, the use of art coloring helps the teacher to bring joy to the student from the realization that he can cope with this artistic activity.
7. The use of various visual paintings - "visuals" - drawing - "kinesthetics". Paintings by famous artists can be shown when studying specific topics to reveal the content - for example, when studying the biographies of prominent people. If desired, you can find the opportunity to use reproductions in almost every lesson. Elementary school students can be introduced to paintings when studying the topic of "Animals" or "Family", offering not cartoon Disney characters as a visual aid, but reproductions of paintings or at least book illustrations by famous children's artists. Thus, we believe that by applying artistic and aesthetic technologies, they can be used to implement not only the subject content of the English language, but also for the assimilation of vocabulary, grammar, the development of listening, reading, writing and speaking skills. What is the advantage of art technologies over other forms of educational work in our opinion ? Firstly, almost every student can become a full participant in the lesson and this does not require any special abilities (musical, artistic, plastic) from him, everyone has the opportunity to prove themselves. Secondly, in the process of participation, the child reveals his feelings, moods, thoughts, his attitude to the world around him, which allows him to get to know him better and help. Thirdly, art technologies can improve academic performance and the quality of assimilation of the studied material, and allows you to set up work on the most significant channels of perception for the entire group of students.
LITERATURE
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